Interactions between students in the classroom
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Interaction refers to communication between individuals, particularly when negotiating meaning to prevent breakdowns. Research shows that conversational interaction facilitates language acquisition by connecting input, internal learner capacities like attention, and output. It is important to keep learners active in the classroom by reducing teacher talk and increasing learner talk time. Effective interactions involve exchanging information, having a specific outcome, including details, and focusing on problems using natural conversation and narratives. Ways to apply this research in the classroom include giving students opportunities to interact with the teacher and each other, planning instruction with tasks that promote interaction, and teaching language in the context of meaningful activities.
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become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills
Collaborative Learning for Educational Achievement
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Effectiveness of Using Stop, Think and Talk Activities on the Performance of...
Effectiveness of Using Stop, Think and Talk Activities on the Performance of...Research Journal of Education
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.Dealing with learner reticence in thespeaking classXiuqi
This document summarizes a study on overcoming learner reticence in oral English classes at a Chinese university. The teacher found students were reluctant to participate in speaking activities in the first year. In the second year, the teacher involved students in designing the course by having them identify their language needs and suggest activities. Students then took responsibility for planning classroom activities. Evaluations showed this approach improved student motivation, confidence, and speaking abilities.
INTS 3330 Final Project
The document outlines an agenda and lesson plan for a teacher training workshop on active learning. The workshop introduces the theory and importance of active learning, provides examples of techniques, and allows time for discussion and activities. Key topics covered include the benefits of engaging students in the learning process through techniques like questioning, group work, and relating material to real-world examples. The goal is for teachers to learn how to develop and apply active learning in their own classrooms.
ES
This summarizes the key points from an executive summary of a master's thesis on facilitation in international service-learning programs:
1) The thesis examines the art of facilitation through interviews with 7 facilitators. It identifies 4 core themes: relational labor, inter-subjective learning spaces, capacity-building, and the ambiguity of the facilitator role.
2) Facilitators described the importance of building trust and emotional safety with students through genuine relationships. This allows for deeper learning when exploring complex topics.
3) Inter-subjective learning spaces involve collective processing of ideas. Facilitators observed group dynamics and guided students to find shared understandings by connecting their perspectives.
4) Cap
THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....
This is unpublished Thesis Research conducted by Amirsam S. Usman and Meralyn S. Roa of Illana Bay Integrated Computer College Inc. Parang Maguindanao, Philippines. Conducted on 2020 at Parang Maguindanao Philippines, with the title "Literature: Uncovering Teacher's Teaching Strategies". This research paper is to know the best of the best teacher's teaching style and strategies in teaching Literature for the next generation teachers.
Alleviating student teachers report
This document outlines an action research study conducted at Jimma Teachers College to improve the implementation of cooperative learning among student teachers through the use of raayyaa (student groups consisting of five members).
The study found that while students were organized into raayyaa groups, there was no shared responsibility among group members or equal participation. Additionally, there was a lack of clear instruction from instructors and insufficient support for the groups.
To address these issues, the researchers assigned roles to each group member, provided clear instruction using structured steps, monitored group work, and evaluated participation. Follow-up observations found that with these changes, all group members were actively participating.
Part 4 ch10 - kienhuis - def v1
The document discusses enabling pupils to have a voice in co-constructing the school curriculum. It describes how teachers can use action research and solution-focused communication to involve pupils as partners. Teachers treat pupils as "experts of their own lives" and listen to their perspectives to inform curriculum development. The chapter will examine how a solution-focused approach can help teachers increase their responsiveness to pupils' ideas and effectively incorporate their voices into curriculum planning.
Creating texts
This document provides an analysis of a discussion between a teacher and students. It examines the discussion through the framework of Vygotsky's theories on cognitive development. The analysis finds that female students contributed most of the talk, unlike typical findings, and that all students participated openly. The teacher's open-ended questions encouraged students to think more deeply and support each other's ideas. While no clear resolution emerged, the questions likely extended students' thinking over the course of the unit. Overall, the discussion demonstrated dialogic teaching practices that support cognitive development.
How Is Metacognitive Inculturization Accomplished
Part II: of Intercultural Dimensions of Task-based Learning for Authentic Communication Follow-up paper to one presented at ACE 2009 (Asian Conference on Education) in Osaka, Japan October 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
Verbal act_Susilo
This study investigated the verbal actions and interaction patterns of students in an EFL classroom. It found that students' verbal actions fell into 4 categories: 1) soliciting moves to elicit teacher responses, 2) responding moves to answer teacher questions, 3) reacting moves to modify or rate prior statements, and 4) bidding moves to request speaking. It also identified 5 interaction patterns: 1) teacher-class interactions with verbal responses, 2) teacher-class with non-verbal responses, 3) teacher-student with verbal responses, 4) teacher-student with non-verbal responses, and 5) teacher-student-teacher interactions. The study provided insight into classroom dynamics in an EFL context.
online assignment
The document discusses the key elements of effective cooperative learning in education. It describes three types of cooperative learning structures used in classrooms: formal cooperative learning involving longer-term group work; informal cooperative learning using temporary discussion groups; and cooperative base groups as long-term heterogeneous teams. It emphasizes that positive interdependence, individual accountability, promotive interaction, appropriate social skills, and group processing are essential for cooperation. Teachers must carefully structure lessons to incorporate these basic elements of cooperation for students to work effectively in learning groups.
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copy
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
Role Of Interactive Notes On The Learning Of Students At Elementary Level
Role Of Interactive Notes On The Learning Of Students At Elementary Level by Qurat-Ul-Ain D/O Shafiq-Ul_Hassan
Psychology for language teachers
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
Alleviating student teachers proposal
This document outlines an action research proposal to improve student teachers' practice of active learning methods (ALMs) through cooperative learning at Jimma Teachers' College in Ethiopia. The study aims to 1) identify how to implement cooperative learning, 2) prepare a manual on cooperative learning procedures, 3) identify challenges to implementing it, and 4) find solutions. Currently, students are grouped in raayyaa but there is no shared responsibility or structure to make groups effective. Through questionnaires, interviews, and observations of biology student teachers, the researchers will analyze challenges and take actions like forming groups, assigning roles, and providing support to improve cooperative learning implementation.
2 abdul karimishaq--6-9
This document compares the discussion and constructivism methods for teaching adult learners in adult education. It describes the discussion method as allowing the teacher to control questions rather than answers, and being flexible to learner interests. Constructivism gives learners opportunities to actively experience and reflect on concepts. When implemented well, both methods promote long-term memory, suit adult characteristics, and increase motivation by involving learners. Suggestions are made to improve the methods, such as addressing learners respectfully and using their experiences to generate reading materials. In conclusion, the methods promote democratic learning and a positive self-concept when properly utilized.
Similar to Interactions between students in the classroom (20)
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...
Collaborative Learning for Educational Achievement
Collaborative Learning for Educational Achievement
Effectiveness of Using Stop, Think and Talk Activities on the Performance of...
Effectiveness of Using Stop, Think and Talk Activities on the Performance of...
Dealing with learner reticence in thespeaking classXiuqi
Dealing with learner reticence in thespeaking classXiuqi
THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....
THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copy
4. vol 11 no 1 amirah husnun_photovoice_46.60 - copy
Role Of Interactive Notes On The Learning Of Students At Elementary Level
Role Of Interactive Notes On The Learning Of Students At Elementary Level
More from Liriett Herrera
Simple present tense presentation
The simple present tense is used to describe habitual or repeated actions, facts that are generally true, and scheduled events in the near future. It expresses ideas such as daily routines, general truths, and transportation timetables. Examples are given such as "I play tennis" to describe a habit, "Cats like milk" as a general fact, and "The train leaves tonight at 6 PM" for a scheduled event. The simple present tense can convey repetition, generalization, or future plans depending on the context.
Wh informative question 2
The document provides examples of WH-questions using the verb "to be" and their answers. It gives the location and occupation of James, the name of his wife Kathy, and identifies Steven and Jack as James and Kathy's sons. It explains that the children are on holiday because it is their birthday. The document also provides links to online practices for WH-questions using the verb "to be" and instructs students to complete the practices and send screenshots of their work to the teacher.
Wh question verb to be
The document provides examples of WH-questions using the verb "to be" and their answers. It introduces James, his wife Kathy, and their sons Steven and Jack. It provides details about where James is from, where he is, his wife's name, who Steven and Jack are, and why the children are on holiday. The document then asks who is older between Steven and Jack. It concludes by providing two links to online practices for WH-questions using the verb "to be" and instructs the user to complete exercises 1-4 on each site and send print screens of the results to the teacher.
Questions with verb to be
The document discusses questions that use forms of the verb "to be". Questions with the verb "to be" can ask about identity, possession, location, or descriptions. They require inverting the subject and the form of "to be" used, such as "is" or "are", when forming a question.
Adverbs of frequency lesson no. 2
This document discusses different types of adverbs that are used to provide information about time or frequency. It describes adverbs that indicate when an action occurred, such as yesterday or tomorrow. It also covers adverbs that indicate how long an action lasted, such as for a year or since 1996. Finally, it examines adverbs that show how often an action occurs, such as often, never, always, and occasionally. Examples are provided to illustrate the typical placement of each type of adverb.
Going to
This document discusses when to use the phrase "going to" to refer to the future. It explains that "going to" is used to talk about plans and intentions based on present evidence or situations, as well as predictions based on the present. It provides examples of using "going to" to talk about plans for a party next week and a prediction about someone becoming a brilliant politician based on their current abilities and situation.
The use of how come and really
The document discusses the informal question words "how come" and "really". "How come" is used to ask why something happened, such as "How come you didn't go to the party?". It is followed by an explanation like "Because I was feeling ill". "Really" is used as a short response to show interest or surprise, like saying "Really?" in response to unexpected information.
Present continous power point
The document discusses the use of the present continuous tense in English. It can be used to talk about activities happening now, around now but not necessarily this moment, and planned events in the near future. Examples are provided for each case, such as "The kids are watching TV" to describe an ongoing current activity, "Sally is studying really hard for her exams this week" for an activity happening around now, and "I am seeing my dentist on Wednesday" for a planned future event.
Shopping at the mall
The customer attempted to pay with an American Express credit card but the cashier required photo ID to accept Amex as payment. The customer did not have a photo ID with them. As a result, the cashier could not accept the Amex card for the purchase since store policy required seeing ID. The cashier then asked if the customer still wanted the items with cash instead since the Amex could not be used, but the customer did not have enough cash to pay.
Presentación1
The simple present tense is used to express habits, general truths, repeated actions or unchanging situations, emotions and wishes. It is also used to give instructions or directions. The simple present tense should not be used to express actions that are happening now.
Going to exercise no. 1
She is not going to walk to the stadium. You are going to fly to London. John is not going to eat anything. She is going to stay at a campsite. What are you going to do tomorrow? I am going to see Dennis tonight. Alexander is going to take the next bus. They are not going to play football in the gym. When are you going to give me the book back? Angela is going to spend a week in Poland.
Dialogue can and could
The document is a dialogue between two people using can, could, and would to discuss favors. Person 1 asks to borrow a book, help with homework, and drive a car, but Person 2 is unable to in each case, citing a need to study, not understanding the homework, or not having a license. When Person 1 is asked to come see a teacher, they initially agree but then have to decline as the teacher is unavailable.
Use of can and could
The document discusses the uses of the modal verbs can and could. Can is used to express general possibilities in the present or future, while could is used for past possibilities or those that are uncertain. Could is also used to make polite requests. Both can and could are used to make offers, with can being less formal than could.
List of regular verbs power point
This document lists English verbs in their simple past tense form. It is divided into three sections, with each section listing 6-7 common verbs and their simple past tense conjugations. The verbs range from wanting to including to stopping. Overall, the document functions as a reference of simple past tense verb forms.
Going to ppoint
Going to is used to talk about the future when a decision or plan has already been made. It is not a tense but a structure using be + going + to-infinitive. Examples are "I am going to buy a new car" and "Are you going to paint the house?" Going to can also be used to make predictions about the future based on present evidence, such as "It's going to snow" based on a black sky or "You're going to miss your train" based on the current time.
Location dialogues
A series of short conversations are described where a person asks for directions to various locations around town. For a grocery store, pharmacy, leather shop, and bank, the responses provide the names of streets and nearby landmarks to help navigate to each destination. Turn-by-turn directions involving street names and cardinal directions are given for how to reach the bank.
Simple present tense
The document discusses the simple present tense in English. It is used to express habits, repeated actions, unchanging situations, general truths, instructions, directions, and fixed arrangements or future events signaled by conjunctions like "after" and "until." The simple present is not used to describe actions happening now. It provides examples of forming the simple present tense with regular and irregular verbs. There are specific rules for verbs in the third person singular like adding -s to regular verbs and changing the ending for some irregular verbs. Questions in the third person singular use "does" as the auxiliary verb.
Simple present tense
The document discusses the simple present tense in English. It is used to express habits, repeated actions, unchanging situations, general truths, instructions, directions, and fixed arrangements or future events signaled by conjunctions like "after" and "until." The simple present is not used to describe actions happening now. It provides examples of forming the simple present tense with regular and irregular verbs. There are specific rules for verbs in the third person singular like adding -s to regular verbs and changing the ending for some irregular verbs. Questions in the third person singular use "does" as the auxiliary verb.
More from Liriett Herrera (20)
Interactions between students in the classroom
- 9. Interaction refers to communication between individuals, particularly when they are negotiating meaning in order to prevent a breakdown . in communication .
- 10. Hypothesis, which states that conversational interaction "facilitates [language] acquisition because it connects input [what learners hear and read]; internal learner capacities, particularly selective attention; and output [what learners produce] in productive ways" (Long, 1996, pp. 451-452)
- 11. . For Allright (1984) it is important to keep learners active in the classroom, which means reducing the amount of teachers talk in the classroom and increasing the learner´s talk time
- 12. •Require learners to exchange information with their partners or group members; •Have a specific outcome; •Involve details; •Center on a problem, especially an ethical one, such as deciding in a small group who should take the last spot in a lifeboat, a nuclear physicist or a pregnant woman; and •Involve the use of naturally occurring conversation and narrative discourse. (Ellis, 2000
- 13. 1. Giving students the opportunity to interact with the teacher and with each other, 2. Planning instruction to include tasks that promote these opportunities, 3. And teaching language forms and vocabulary in the context of meaningful learning activities are all ways in which second language acquisition research is applied in the classroom.
- 14. .1 1.It is important INTERACTIONS the student’s interaction in STUDENT’S the classroom? 2. How often the students interact with their classmates inside the classroom? No.6 No. 2 We can suggest that in order to help If learner interaction is well the students to improve their structured and ,managed, then it can be speaking skills the class should be an important factor of cognitive more interactive than structural, in development, educational achievements which the students have the ACTION (Jophnson, 1995) opportunity to express themselves freely. RESEARCH No. 5 No. 3 We conduct a survey between the students of Fourth grade in the In a recent research they discovered English Department at the University that 23% of the students say that of Panama, and the 100% conclude sometimes they interact with their that the interaction among them is partners and 13% say that always No. 4 an importatn key to help them to interacti (University of Constantine) As many researcher we develop their fluency. decided to established the importance the student’s interaction in the English Department and how the students feel about it.
- 15. Action research is so suitable to education as it is a process of exploration in which teachers explore such things as themselves as an educators, their lives or unique perspectives of their students, the structure and practices of educational systems in order to bring positive change to their schools and communities